Monitoring with Facilitated Support

What We Do


Facilitated Support is documented support provided by a Special Education Teacher to the General Education Teacher.  This support focuses on three areas (lesson planning, instruction delivery, and/or assessment) to ensure students receiving special education services are learning at high levels.  Support should be based on analysis of student data through a balanced assessment system to determine the area of focus. 

 

Students to Consider:  The use of Facilitated Support is regarded as the least level of support on the Spring ISD Continuum of Services.  Students to consider for Facilitated Support may include students who need supplemental aids & accommodations to access the general education curriculum; successfully receive instruction by way of the general education teacher. 

 

Planning of Lesson: The Special Education Teacher and General Education Teacher collaborate to design lessons that provide all individuals equal opportunities to learn by ensuring that the following components are considered:

     attributes of instructional approach (Blended Learning, 5E, Madeline Hunter)

     individual student needs based on IEP

     analysis of student data by TEKs (Student Expectations)

     classroom dynamics (student groupings, classroom layout)

     flow of activities and schedule

     classroom management & impact on student learning and product

     objectives to be mastered

     utilization of appropriate accommodations, modifications, and supplemental aids

     technology needs

 

Delivery of Instruction:  The Special Education Teacher and the General Education teacher work together to design how the lesson should be executed to meet the needs of all learners in the classroom.  The Special Education Teacher offers suggestions that connect with specific learning styles of individuals in the classroom.  They also help to embed research based practices to further prevent barriers to student learning by ensuring that:

     Spring ISD 10 Instructional Practice Criteria are incorporated and adjusted to meet individual student needs

     Spring ISD Instructional Frames are integrated at the appropriate level for student growth

     Observational data collection on student behavior that may impede learning

     Differentiation of instructional learning activities

 

Assessment of Learning:  The Special Education Teacher and General Education Teacher will use a balanced assessment system to assess students' learning.  This information will be analyzed to determine next steps in instruction and to understand how much has been mastered over a period of time.  Formative assessments will provide immediate data when determining students who need intervention, accelerated instruction, or additional time on task.  This information will also determine when additional supports are needed from the Special Education Teacher in the form of:  

     Assisting with the embedding of student accommodations into the assessment

     Ensuring appropriate supplemental aids are being utilized during the assessment

     Understanding and incorporating the Spring ISD Special Education Department Grading Guidelines per   student IEP

     Development of appropriate rubrics to match standards-based instruction

     Offering choices for students to demonstrate mastery

     Analyze performance data to guide planning for instruction 


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